The founders of Cascadia Community College changed faculty role
and duties as they designed a new college. The college founders chose
which themes of learning reform would be enacted by faculty in this new
setting. They determined what elements of traditional roles continued to be
important and what new expectations would be articulated. They decided
what themes would become the center of faculty role in the creation of the
new college. The study seeks to establish the themes of reform that were
adopted by this college and how the founders expected those reforms to
reside in, change, and influence faculty role. Through interviews with
founding college members, the researcher, herself a participant in the
founding of the college, triangulated the voices of the key participants with
the publications of the new college that were related to faculty role.
Themes that emerged from the study were outcomes,
interdisciplinarity, organization and structure, innovation, technology,
global/multicultural perspectives, complexity, and expectation for traits. A
new view of expanded faculty role expectations is explored. This role is
reflective of many themes seen in reform literature involving tenets of the
learning college, the shift from teaching to learning, and outcomes-grounded
teaching. A model is presented to explain the interrelatedness of
the themes and the new perspective on teaching in the reformed college. / Graduation date: 2004
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/29636 |
| Date | 28 April 2004 |
| Creators | Buck, Sharon Thompson |
| Contributors | Haverson, Wayne W. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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